Abstract: Objective To explore the impact of attentional distribution principle on balance and arithmetic ability when performing calculation-balance dual task. Methods From October, 2016 to December, 2017, 20 healthy young subjects were selected, and asked to perform eyes opened + calculation and eyes closed + calculation tests under sitting position, and perform single leg standing + eyes opened, single leg standing + eyes closed, single leg standing + eyes opened+ calculation and single leg standing + eyes closed + calculation tests in the static balance instrument. The maximum displacement in mediolateral direction and anteroposterior direction of center of gravity, sway area and sway path length were recorded, as well as the accuracy of counting backwards in steps of seven. Results The maximum displacement in mediolateral direction and anteroposterior direction, sway area, sway path length were significantly less when eyes opened than eyes closed (t > 8.775, P < 0.001). The maximum displacement in mediolateral direction and anteroposterior direction, and sway area were less when eyes closed during the dual task than single task (t > 2.276, P < 0.05). There was no statistical difference in the maximum displacement in mediolateral direction and anteroposterior direction, and sway area and sway path length when eyes opened during the dual task compared with single task (t < 1.379, P > 0.05). There was no significant difference in the calculation accuracy among the eyes opened + sitting group, the eyes closed + sitting group, the eyes opened + balance test group and the eyes closed + balance test groups (P > 0.05). Conclusion The low-difficult cognitive dual task does not affect the balance stability and arithmetic ability through the attentional distribution principle, on the contrary, the arithmetic task improves the static balance ability of single leg standing when eyes closed, however, it has no effect on the static balance ability of single leg standing when eyes opened.

Key words: balance, posture control, cognition, dual-task, attention